Collins Lower Secondary Wellbeing Teacher's Guide Stage 7 - 9

Spine 8mm

INTERNATIONAL

INTERNATIONAL

PRIMARY

LOWER SECONDARY

Teacher’s Guide

Teacher’s Guide Wellbeing Stages 7-9

Teacher’s Guide

Teacher’s Guide

The Collins International Lower Secondary Wellbeing series is a flexible and easy-to implement wellbeing programme that equips learners with the tools they need to build confidence, support mental health and develop emotional resilience along their learning journey.

Confidently build learners’ understanding about their wellbeing and be proactive in supporting their emotional health as well as intervene early with any concerns.

Stages7-9 1-3 Wellbeing Stages Wellbeing

Download editable files to support teaching and extend learning, allowing for adaptations to best suit the school’s context.

Provides support as part of a set of resources for the Cambridge Lower Secondary Wellbeing curriculum framework (0859) from 2024.

Wellbeing Stages 7-9

Registered Cambridge International Schools benefit from high-quality programmes, qualifications, assessments and a wide range of support so that teachers can effectively deliver in the classroom. Visit www.cambridgeinternational.org to find out more.

This resource is endorsed for the Cambridge Pathway

✓ Supports the full Cambridge Lower Secondary

Wellbeing curriculum framework (0859) from 2024 Made with responsibly sourced paper and vegetable-based ink.

✓ Has passed Cambridge International Education’s detailed and independent quality-assurance process

✓ Developed by subject experts ✓ Accessible and appropriate for Cambridge schools worldwide

Wellbeing Teachers Guides 210x297_kr_16.11.23.indd 3

collins.co.uk/international Collins International

Kate Daniels and Victoria Pugh Scan to see how we are reducing our environmental impact.

23/11/2023 2:03 pm

Contents Introduction

v

How to use this resource

vii

Rules for respect template

x

Letter to parents

xi

Curriculum mapping grid

xiii

Stage 7

Stage 8 1

Unit 1 Emotional worlds – Unit overview

57

7.1.1 7.1.2 7.1.3

2 5 6

8.1.1 8.1.2 8.1.3

Knowing ourselves Secondary emotions Celebrating and mourning a life

58 60 62

Unit 2 Navigating our emotions – Unit overview

8

Unit 2 Caring for you, caring for me – Unit overview

64

7.2.1 7.2.2 7.2.3

9 11 13

8.2.1 8.2.2 8.2.3

65 68 70

Unit 3 Body health – Unit overview

16

Unit 3 Healthy bodies – Unit overview

71

7.3.1 7.3.2 7.3.3

17 19 21

8.3.1 8.3.2 8.3.3

72 74 77

Unit 4 Different friendships – Unit overview

22

7.4.1 7.4.2 7.4.3

23 27 30

Unit 4 Positive communication – Unit overview

79

8.4.1 8.4.2 8.4.3

80 81 83

Friendships Healthy friendships Friends forever?

PL E

Inactive to active Sleep Nature

Body image Kindness Emotional self-care

G

Resilience Wellbeing Self-care

Preventative healthcare Exercise to health Looking after our skin

PA

Our complex emotions?

Our adolescent brains Grief

ES

Unit 1 Feelings and emotions – Unit overview

Active listening Dealing with anger Getting more connected

32

Unit 5 Friends and family – Unit overview

86

7.5.1 7.5.2 7.5.3

33 35 36

8.5.1 8.5.2 8.5.3

87 89 92

Unit 6 Safe aware – Unit overview

38

Unit 6 Knowledge is power – Unit overview

94

7.6.1 7.6.2 7.6.3

Social media Keeping safe out and about First aid

39 41 42

8.6.1 8.6.2 8.6.3

Strangers Extreme weather Sharing online

95 97 100

Unit 7 Changes – Unit overview

44

Unit 7 Changes and choices

102

7.7.1 7.7.2 7.7.3

Changing zones Fall to rise Changing for the better

45 47 48

8.7.1 8.7.2 8.7.3

Changes and emotions Handling mistakes Next steps

103 106 107

Unit 8 Yes, we can! – Unit overview

50

Unit 8 Be the change – Unit overview

109

7.8.1 7.8.2 7.8.3

51 54 56

8.8.1 8.8.2 8.8.3

110 112 113

SA

Resolving conflict This is me!

Bullying

M

Unit 5 Standing up for ourselves – Unit overview

Being an ethical consumer Make space for wildlife Our rights

© HarperCollinsPublishers Ltd 2024

iii

Friends Family traditions Families

Standing up for each other Eco actions Our school council

Stage 9 Non-verbal communication Building empathy Grief and loss

116 118 120

Unit 2 Choosing kindness – Unit overview

123

9.2.1 9.2.2 9.2.3

124 126 128

Let’s shine!

Cyberbullying Finding balance

131

9.3.1 9.3.2 9.3.3

Vitamins and minerals Unhealthy eating Prescription drugs

132 134 136

Unit 4 Understanding one another – Unit overview

138

9.4.1 9.4.2 9.4.3

Our boundaries Others’ boundaries Discrimination

139 141 143

Unit 5 Us and the wider world – Unit overview

145

9.5.1 9.5.2 9.5.3

146 148 150

Becoming a better ally Our communities Us and the law

PA

Unit 3 Looking after out bodies – Unit overview

152

9.6.1 9.6.2 9.6.3

Keeping safe on the roads Risky behaviour Staying safe on the streets

153 155 157

Unit 7 Facing challenges – Unit overview

160

M

PL E

Unit 6 Being safety conscious – Unit overview

Getting ready for change Imperfection vs perfection Solving problems, building resilience

SA

9.7.1 9.7.2 9.7.3

G

9.1.1 9.1.2 9.1.3

ES

Unit 1 Understanding others – Unit overview 115

161 163 166

Unit 8 Taking action – Unit overview

168

9.8.1 9.8.2 9.8.3

169 171 173

Sustainability and wellbeing Sustainable travel campaign My community, my views

Acknowledgements

© HarperCollinsPublishers Ltd 2024

175

iv

Introduction Teacher Workbook stage 7–9 The challenges of more advanced education as well as the onset of the teenage years have a significant impact on the emotional wellbeing of students in stages 7-9. Teachers have an important role to play in ensuring that students navigate the changes they face with confidence and support. These workbooks are designed to help with that.

Why teach wellbeing strategies?

As students move into stages 7-9, they become increasingly independent, and it is important they are equipped with skills to help themselves. Teaching them how to take care of themselves emotionally is just as important as teaching them to take care of themselves practically.

Emotional health is a concern for schools as a student who is struggling emotionally may also struggle with attendance, peer relationships and confidence all of which affects their ability to learn. And of course, In caring for a young person holistically we have to focus on wellbeing.

ES

Helping students to develop the tools needed to manage their emotions and to self-care enables them to cope more robustly when they find life, academic work, change and even relationships, challenging.

G

Rather than waiting for a crisis to happen before we intervene, it is more effective to help young people to develop these skills in advance at a time when they can think clearly about the strategies being taught and take them on board.

PA

Age and stage

As well as increased academic pressure, this age and stage brings hormonal changes that can make life feel intense. It can be an overwhelming and confusing time as our students face brain and body changes as well as shifts in their relationships.

PL E

It is a time when wellbeing needs to be high on the agenda.

We need our students to show themselves care and compassion and to speak to themselves with encouragement and kindness. Many young teenagers, hugely impacted by social media and peer pressure struggle with confidence and self-image and lack in self-belief.

M

Teaching students to think positively about themselves and their strengths will really help them face challenges and instil within them the belief that they can handle life even when it is hard.

Tools for life

SA

These workbooks can be a huge asset as your students face the next stage of their school life.

Emotional education is powerful and impactful. It helps develop young people:

• • • • • •

who are emotionally aware and emotionally literate who are able ask for support if they need it who can take care of themselves and set good boundaries who see challenges as obstacles to overcome who have better relationships who solve problems rather than simply dwell on them.

All of these skills will be extremely useful to your students not just in navigating school but in navigating life, both now and in the future.

These workbooks are an exciting and easy way to engage young people in thinking positively about themselves, their relationships, and the world around them.

© HarperCollinsPublishers Ltd 2024

v

Introduction

A growth mindset We know good mental health is central to a successful and happy life. And we need our students to understand this isn’t just down to chance, personality or circumstance.

Many strategies for good mental health can be learned and developed with practice and focus.

These wellbeing workbooks aim to foster a growth mindset in our students to help them learn that emotional wellbeing is a journey, and that with a little effort, they can develop positive self-worth and great coping strategies.

A time to thrive Enjoy the journey to emotional wellbeing with your students and enjoy watching them thrive. Do also make time for your own wellbeing because you matter too and because they will look to you for inspiration.

May your classrooms become calmer, more productive, and happier spaces as wellbeing is given the priority it deserves.

I wish a wonderful year ahead to you and your students.

SA

M

PL E

PA

G

ES

Becky Goddard-Hill

© HarperCollinsPublishers Ltd 2024

vi

Introduction

How to use this resource This resource has been designed to provide flexible but complete coverage of the Cambridge Lover Secondary Wellbeing curriculum framework (0859) for Stages 7–9. In line with the framework, it is split into three key strands – Understanding Myself, My Relationships, and Navigating My World.

Each stage group consists of eight units, containing three lesson plans covering topics across these strands, with accompanying PowerPoint presentations and, where needed, a resource sheet to support the session.

Each lesson also directly corresponds with pages in the relevant Student’s Book, which can be written in by students to support their learning and provide a record of their wellbeing journey.

The lesson plans offer guidance for teachers and learning support staff on how to deliver each session confidently, and extra guidance is provided in the notes section of each presentation. All the resources are available to download in an editable format so that schools can adapt and deliver the topics according to their context and the needs of their students.

Content

G

ES

In line with the Cambridge curriculum, the topics have been carefully arranged to support a flexible approach to content and skills building. This allows teachers to assess the wellbeing needs of their students and tailor their scheme of work accordingly, as well as offering in-built progression where topics are regularly revisited through the stages to ensure that understanding and skills are developed in an age-appropriate way. This enables children to grow in confidence when taking part in discussion, debates and when exploring current issues regarding their wellbeing.

Strand

Sub-strand

Understanding Myself

Identifying emotions

My Relationships

PL E

PA

The units are categorised into three key strands: Understanding myself, My Relationships, and Navigating My World, and are explored through a set of sub-strands as outlined below:

Managing emotions Healthy habits

M

Staying safe

SA

Navigating my world

Healthy relationships

Dealing with change Making a difference

Each lesson plan covers one or two of the learning objectives from the framework, and lesson resources and key vocabulary are listed at the start of each lesson to support planning. Vocabulary is also collated on the opening page of each unit, to allow you to track the key concepts covered in each unit.

Each lesson begins with a starter to allow students to think about the topic and consider their frame of mind for learning. This will be a baseline assessment at the start of each unit to establish current knowledge, supporting you to plan forward for later lessons in the unit depending on need.

Lessons incorporate a rich and varied range of activities. This ensures that the lessons are inclusive, allowing for pupils to explore the content in a way that is most effective for them. This is in keeping with the Universal Design for Learning principles which underpin the resource.

The lesson plenary draws together the learning, offering strategies and techniques that students can apply in their own lives. Assessment opportunities and next steps suggestions are provided at the end of the lesson.

These signal points in the lesson where the teacher can observe student contributions or take a snapshot of work to assess understanding and progress. You will also see additional activities that can be used if you have the opportunity to extend the lesson or feel that further consolidation is needed. These activities can be used to offer multiple means of engagement, representation, action or expression to students. © HarperCollinsPublishers Ltd 2024

vii

How to use this resource

It is important that children can be assessed using a method which allows them to best express their knowledge and understanding of the topic being taught, and throughout the course a range of assessments are suggested such as photos of practical work, freeze frame pictures, reflective diaries and drama. These can provide a record of pupils’ learning and progress. Evidence can also be recorded through the use of individual pupils’ books or a whole class Wellbeing book, which pupils contribute to with pictures, reflections or annotations of work.

Rules for respect Prior to teaching the topics, it’s important that some ‘rules for respect’ are established with pupils, rather than imposed on them, as this gives the class a sense of ownership over their learning. Having shared rules for group work, discussion and Wellbeing lessons in general allows pupils to help establish a safe place where they can share their thoughts, opinions and ideas, and explore sensitive topics with confidence.

Rules for respect can be decided upon and turned into a class agreement which can be signed by the whole class.

Some example rules for respect might include:

• • •

Everyone has the right to be included.

•

People have the right not to share personal experiences or take part if they don’t want to.

• • •

We will respect people’s views even if we don’t agree with them.

•

There are no ‘stupid’ questions and people should not be afraid to ask questions.

Everyone has the right to be listened to.

G

ES

Anything confidential that is shared in class shouldn’t be discussed with other people outside of the classroom.

PA

We will use the correct vocabulary relating to the units we are studying without people being offended.

PL E

We will agree that it’s OK to get things wrong and we shouldn’t make fun of people for this.

M

We have provided a template on page xx that you can use to write down these rules. You can print this out and give students a copy to fill in or enlarge a version and fill it in with ideas from your class. Please be mindful that as your students progress through the course, it might become clear that additional rules are needed. We recommend referring students back to the rules of respect regularly throughout the course, especially before teaching a lesson that might be sensitive for some of the students in your class.

Cambridge Wellbeing Check

SA

If you have subscribed to the Cambridge Wellbeing package, you can use the check to get a clear view of the wellbeing needs of your students and year group in advance of, and alongside, the course to support your planning and to allow you to tailor your teaching to your students’ areas of need.

The Cambridge Wellbeing Check assesses wellbeing against the following categories: Feelings

Functioning

Life Satisfaction

Negative Emotions

Interpersonal Wellbeing

Competence Wellbeing

The extent to which students experience contentment and overall satisfaction at school

The extent to which students experience feelings of anxiety, stress and/or sadness at school

The extent to which students feel connected to others, that people care about them and that they are valued at school

The extent to which students experience competence, selfconfidence, fulfilment and purpose at school

The check can be used as an assessment at the outset of the course to establish which areas you might want to focus on with your students and can be used again throughout the course to establish whether your interventions are supporting wellbeing sufficiently. © HarperCollinsPublishers Ltd 2024

viii

How to use this resource

For example, if your students are scoring highly in the Negative Emotions category, you might consider spending some additional time working through the ‘Understanding myself’ lessons, particularly those from the Identifying emotions and Managing emotions sub-strands. If your students are scoring poorly in the Interpersonal Wellbeing category, you might spend longer working through the ‘My Relationships’ lessons in this course.

Further information about the Cambridge Wellbeing Check can be found here: https://www.cem.org/wellbeing

Involving parents and care-givers Having a whole-school approach is the best way to support your students’ wellbeing. Below are some suggestions for ways in which parents/carers can be included in this approach.

1. Set up a working party of parents/carers, teachers and children to discuss the curriculum and agree on key decisions such as at ‘What age will you introduce scientific names for body parts?’

2. Invite parents/carers to view resources and lesson plans and be transparent about what will be covered in sessions.

3. Make use of parents’/carers’ expertise when looking at jobs and stereotypes and invite them in to talk about their own jobs or experiences.

ES

4. Send home a copy of the class/school ground rules for PSHE lessons and encourage parents/carers to contribute to these.

5. Involve parents/carers in a community project to promote the world we live in and work together to make the local community a better place.

PA

G

6. Have a designated Wellbeing coordinator or lead that parents can speak to should they have any questions.

Ensure that all school owners, governors, the headteacher, teachers and support teachers are trained and aware of the Wellbeing curriculum and resources so that the approach is truly a whole-school one and parents/carers feel there is consistency.

SA

M

PL E

We have also provided a template letter than you can send home to parents to let them know that you will be adopting the Cambridge Wellbeing curriculum. This is editable and can be amended to suit your approach to the curriculum, and any key concerns in your school and local context.

© HarperCollinsPublishers Ltd 2024

ix

How to use this resource

Wellbeing Rules of Respect!

This year we will be learning about our wellbeing and mental health, finding out how we can support our own wellbeing and the wellbeing of our classmates.

In these lessons we pledge to: 1.

2.

3.

4.

5.

6.

ES

7.

G

8.

PA

9.

PL E

10.

Date: …………………............………

SA

M

Signed by: …………………………………………....................………….

© HarperCollinsPublishers Ltd 2024

x

How to use this resource

Letter to parents Dear parent or guardian Welcome to the Collins International Primary/Lower Secondary Wellbeing course, and the start of your child’s wellbeing journey.

Collins supports this learning journey for your child through the materials in this course, and we’d like you, as parents/guardians, to be part of the experience. This letter explains how the course works, and how you can help your child to get the maximum benefit from the Collins materials.

What is the Collins Wellbeing course?

Concerns around the wellbeing of children in school have grown since the Covid-19 pandemic; young children might have spent more time at home during the pandemic than they otherwise would have, and this has had an impact on the development of children’s language and social skills, and sense of self. The Collins wellbeing materials have been written to support teachers who need to help their students to navigate a world of school that may be unfamiliar to them, and to help teachers support young students who need help developing their social skills, and who may be more anxious about attending school than children formerly used to be.

PA

G

ES

Children learn most in the first five years of life: the early years and time spent in kindergarten and nursery are recognised as the essential foundations for success as school. Millions of children will have missed out on essential formative experiences in nurseries and kindergartens because of the pandemic, and schools are now having to help children catch up. Gaps in learning – caused by the pandemic – are being recognised widely; there are similar gaps in the emotional and personal development of the young child. The Collins wellbeing course has been designed to help teachers ensure that young children are fully supported in school in terms of their social, personal and emotional development.

PL E

Similarly, the secondary course has been designed to support older children who have had big gaps in their social experiences of school and relationships with peers, due to the pandemic, at a formative time in their development. Our research with teachers has particularly highlighted increased anxiety in older students, especially around things like giving presentations in school, and how they manage their feelings of anxiety in different settings, and the course has been designed specifically to support that.

SA

M

There is a large body of research that highlights the important benefits for children’s future and achievements of focusing on wellbeing. Research suggests strong links between student wellbeing and improved academic achievement (Kirkcaldy et al., 2004; Suldo et al., 2011), while incidents of academic underachievement are associated with poorer student wellbeing (van Batenburg-Eddes & Jolles, 2013).

Other characteristics such as self-confidence and growth mindset, both of which are important for academic success, have been linked with higher student wellbeing (King, 2017), and students with lower wellbeing have been found to be at a greater risk of behavioural difficulties and school drop-out compared to their peers with higher levels of wellbeing (Arslan & Renshaw, 2018). As such, we hope you’ll agree that it is essential to support your child’s wellbeing effectively.

Being involved as a parent/guardian at school There is nothing covered in this course that should raise concerns for you. Topics covered include: identifying and managing emotions, developing healthy habits, establishing healthy relationships with peers, and how to cope when these change, being a part of a community, how to stay safe in school, at home and online, how to cope with change, and how to live sustainably and ethically. Your child’s teacher can provide a more comprehensive summary of the course and how they intend to teach it.

The Student’s Book that your child will be using is a workbook that they can write into, and can be used as a record of the topics they have covered, as well as something that they can refer back to to recap on things they have learned to support their wellbeing.

© HarperCollinsPublishers Ltd 2024

xi

How to use this resource

We also encourage teachers to establish rules for respect in the classroom when teaching the wellbeing course. These will be written and agreed with your children, to ensure that all children are treated fairly and with dignity, and learn how to treat each other in the same way. Your child’s teacher can share this with you.

How to support your child If you feel that your child is anxious about going to school, talks about being bullied and unhappy, we encourage you to talk to your child about their fears, and consult their teacher for guidance about this. If appropriate, you could look at the student workbook as it may provide some guidance about how to talk about difficult topics with your child. Encourage your child you talk to their teacher about their feelings, but if you have serious concerns about your child’s wellbeing please do consult a doctor or counselling service, as available and appropriate in your region.

If you have any concerns about what is being covered, your child’s behaviour at school or your child’s attitude towards school, you should speak to your child’s teacher.

We hope that your children will develop stronger interpersonal skills, emotional literacy and improved self-esteem through this course.

SA

M

PL E

PA

G

ES

The Collins Team

© HarperCollinsPublishers Ltd 2024

xii

How to use this resource

Curriculum Framework Coverage These learning objectives are reproduced from the Cambridge Primary and Lower Secondary Wellbeing curriculum framework (0859) from 2024. This Cambridge Assessment copyright material is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education.

Stages 7–9 Learning objectives

Covered here

Understanding myself Identifying emotions S7, U1, L1; S8, U1, L1; S9, U1, L1 and L2

789Ui.02 Understand the effects of puberty on their emotions and behaviours.

S7, U1, L2

789Ui.03 Understand what secondary emotions are and how they can affect the understanding of their own and others' behaviour.

S8, U1, L2

789Ui.04 Recognise how people may grieve in different ways.

S7, U1, L3; S8, U1, L3; S9, U1, L3

G

ES

789Ui.01 Identify a wide range of emotions in themselves and others using a wide range of vocabulary.

PA

Managing emotions

S9, U2, L3

789Um.02 Evaluate the impact their words and behaviour can have on their own and others' wellbeing.

S7, U2, L2; S8, U2, L2; S9, U2, L2

789Um.03 Identify their own emotional self-care needs and judiciously choose relevant strategies to support them.

S7, U2, L3; S8, U2, L3

789Um.04 Understand what 'resilience' means and identify strategies which support them to become more resilient.

S7, U2, L1

789Um.05 Explore the relationship between self-esteem and their personal strengths.

S9, U2, L1

789Um.06 Explore the ways in which media can influence body image.

S8, U2, L1

SA

M

PL E

789Um.01 Reflect on things which contribute positively to their lives and discuss the importance of balance in life.

Healthy habits 789Uh.01 Explore the importance of preventative health care.

S8, U3, L1

789Uh.02 Know how and when to access health services.

S8, U3, L1

789Uh.03 Explore the impact of vitamins and minerals on the body and the brain.

S9, U3, L1

789Uh.04 Explore the connection between emotions and disordered eating.

S9, U3, L2

789Uh.05 Explore the impact of an unhealthy diet on their wellbeing.

S9, U3, L2

789Uh.06 Understand the ways in which exercise can support cardiovascular and joint health.

S8, U3, L2

© HarperCollinsPublishers Ltd 2024

xiii

Curriculum framework coverage

S7, U3, L1

789Uh.08 *Identify at least one physical activity they enjoy and practise regularly.

S7, U3, L1

789Uh.09 Know how to effectively manage their own personal hygiene.

S8, U3, L3

789Uh.10 Explore the effects of poor quality or limited rest on the brain.

S7, U3, L2

789Uh.11 Explore the effects of poor quality or limited sleep on the brain.

S7, U3, L2

789Uh.12 Evaluate their personal routine and change if necessary to promote good sleep and rest.

S7, U3, L2

789Uh.13 Explore the physical and mental benefits of spending time outside and in nature.

S7, U3, L3

789Uh.14 Understand the risks of using substances that have not been prescribed to them.

S9, U3, L3

789Uh.15 *Offer help and suggestions to others to help them manage their wellbeing.

S9, U3, L3

G

ES

789Uh.07 Understand the connection between inactive lifestyles and poor health.

PA

My relationships Healthy relationships

S7, U4, L2

PL E

789Rh.01 Understand the characteristics of healthy relationships.

S7, U4, L1

789Rh.03 Understand how connections with others can support a sense of belonging.

S8, U4, L3

M

789Rh.02 Reflect upon ways they can demonstrate the traits of a friend.

S7, U5, L1

789Rh.05 Explore how they can manage the end of friendships in a positive way.

S7, U4, L2

789Rh.06 Recognise different types of bullying and the impact these have on themselves and others.

S7, U5, L3

789Rh.07 Explore what it means to be a 'bystander' and an 'ally'.

S9, U5, L1

789Rh.08 Examine how to navigate peer pressure.

S7, U5, L2

789Rh.09 Explore the relationships between stereotyping and discriminatory practices.

S9, U4, L3

789Rh.10 Explore the ways in which families can change over time.

S8, U5, L3

789Rh.11 Discuss traditions they celebrate or observe with their family.

S8, U5, L2

789Rh.12 Explore the differences between friendships and attraction and how their feelings may change over time.

S8, U5, L1

789Rh.13 Explore different communities which make up society and how these interact together.

S9, U5, L2

SA

789Rh.04 Know a range of strategies which can be used to resolve conflict.

© HarperCollinsPublishers Ltd 2024

xiv

Curriculum framework coverage

789Rh.14 Explore the expectations of their role within the communities they are part of.

S9, U5, L2

789Rh.15 *Communicate their own boundaries to others.

S9, U4, L1

789Rh.16 *Respect other people's boundaries.

S9, U4, L2

789Rh.17 Identify ways in which they can respectfully articulate their thoughts and attitudes, even when they differ from others.

S8, U4, L2

789Rh.18 Explain how national and global laws can influence the ways in which people and societies behave.

S9, U5, L3

789Rh.19 *Understand and demonstrate why active listening skills are important.

S8, U4, L1

789Rh.20 Evaluate the most appropriate communication method for a range of situations.

S8, U4, L1

ES

Navigating my world Staying safe

S7, U6, L1; S8, U6, L1

G

789Ns.01 *Know how to respond safely in interactions with strangers.

S8, U6, L1

PA

789Ns.02 *Identify who they can ask for help if they feel unsafe or uncomfortable in some situations.

S7, U6, L3

789Ns.04 Recognise the importance of permissions online and the risks associated with sharing images and information with others.

S8, U6, L3

789Ns.05 Know how to stay safe in a range of environments.

S7, U6, L2

789Ns.06 Recognise when a situation may be escalating into something dangerous or makes them feel unsafe, and know how to respond.

S9, U6, L3

M

PL E

789Ns.03 Develop first aid skills, including practising CPR.

S9, U6, L2

SA

789Ns.07 Identify 'risky behaviours' and how to mitigate those risks.

789Ns.08 Understand the effects of extreme weather conditions and how to mitigate them.

S8, U6, L2

789Ns.09 Explore opportunities and strategies for managing their own personal safety.

S9, U6, L1

Dealing with change 789Nd.01 Discuss how to manage the possible effects of positive and negative changes.

S7, U7, L1; S8, U7, L1; S9, U7, L1

789Nd.02 Understand that some changes can make you feel worse short-term but better longer-term.

S7, U7, L3

789Nd.03 Evaluate choices available to them in school.

S8, U7, L3

789Nd.04 *Explore how mistakes can become positive learning experiences.

S7, U7, L2; S8, U7, L2; S9, U7, L2

789Nd.05 *Demonstrate metacognitive strategies in their learning.

S9, U7, L3

© HarperCollinsPublishers Ltd 2024

xv

Curriculum framework coverage

Making a difference S9, U8, L1

789Nb.02 Explore ways to ethically source things they use or buy every day.

S7, U8, L1

789Nb.03 Identify ways they can protect or improve their local environment.

S7, U8, L2; S8, U8, L2; S9, U8, L2

789Nb.04 Explore what 'justice' means and what they can do to address inequalities and discrimination.

S8, U8, L1

789Nb.05 Understand the UN rights of the child and explore ways in which they can be actively involved in decision-making and take responsibility in their local communities.

S7, U8, L3; S8, U8, L3; S9, U8, L3

SA

M

PL E

PA

G

ES

789Nb.01 Explore how sustainability can impact wellbeing.

© HarperCollinsPublishers Ltd 2024

xvi

Curriculum framework coverage

Stage 7, Identifying emotions

7.1

Feelings and emotions Sub-strand

Curriculum framework objectives

Overview

7.1.1 Our complex emotions

Identifying emotions

• 789Ui.01 Identify a wide range of emotions in themselves and others using appropriate and sensitive vocabulary.

In this lesson, students explore the different words associated with emotions and complete an activity to recognise that many different emotions can be present at the same time.

7.1.2 Our adolescent brains

Identifying emotions

• 789Ui.02 Understand the effects of puberty on their emotions and behaviours.

In this lesson, students consider all the emotional changes, behaviour or actions they might have noticed in themselves during puberty and then learn about how their adolescent brain is changing. They share tips for managing their emotions.

7.1.3 Grief

Identifying emotions

• 789Ui.04 Recognise how people may grieve in different ways.

In this lesson, students explore the different stages of grief and how to manage grief healthily. They consider the different emotions that might arise from change or loss – how to support themselves and their friends.

SA

M

PL E

PA

G

ES

Lesson number and title

© HarperCollinsPublishers Ltd 2024

1

Unit 7.1: Feelings and emotions, Unit overview

Stage 7, Identifying emotions

7.1.1

Our complex emotions

Big question: •

Key vocabulary:

Do we just feel one emotion at a time?

•

Objectives •

vocabulary, emotions

Resources:

789Ui.01 Identify a wide range of emotions in themselves and others using appropriate and sensitive vocabulary.

•

PowerPoint 7.1.1

•

Workbook pp. 1–4

•

Worksheet 7.1.1

•

Stopwatch if timing the A–Z activity; thesauruses (one between two)

Introduction (15 mins) Introduce the unit by asking students to look at the photograph on Workbook page 1 and discuss the questions. Then show Slide 1 and go through the instructions for the A–Z of emotions activity. Students complete this individually or in pairs, as you prefer, using their notebooks or Workbook Activity 1.1a.

This can be a speedy timed activity or a slower more thoughtful activity, depending on how confident your class are with vocabulary. Tell them how long they will have and that when you say ‘stop’ they need to put their pens down. (You might also like to try this with students’ first language if it is not English.)

•

On completion, go through students’ lists as a class, looking for the best vocabulary and writing the emotion words on the board.

G

ES

•

Activities (20 mins)

PA

Explain that emotions can be extremely complex and sometimes hard to recognise. But it is important to be able to express how we feel and to use vocabulary to explain it to others so they can understand or help us with how we feel.

Hand out thesauruses. Ask students, either working as a whole class or in pairs, to choose an emotion (e.g. anger) and use a thesaurus to see how many different words are associated with their chosen word. Ask them if the other words are likely to be better to use when describing an emotion, and if so why. (They might be more precise. For example, anger can be felt in lots of different ways and for different reasons.)

•

Hand out Worksheet 7.1.1 or turn to Workbook Activity 1.1b. Explain the activity and go through the example on Slide 2. Tell students they can use their thesauruses to find better-quality vocabulary for this activity.

SA

M

PL E

•

Plenary (10 mins)

•

Briefly go through the different situations with the class, clarifying the complexities of different emotions that can be felt at one time. Ask whether a few students would like to share their personal experiences if you feel this would be appropriate. You could also share a story of your own if you feel this would be helpful.

•

Remind students that even though feelings are absolutely natural, sometimes they can feel overwhelming. Remind them that if they ever feel overwhelmed, it ls really important that they talk to an adult they trust, as talking about feelings can really help us understand them.

Assessment opportunities and next steps

•

Organise students into groups. Explain that you are going to say an emotion word and they have to act as if they are feeling that emotion. Use complex vocabulary from the list you wrote on the board at the start of the lesson. Tell students they have to do this in silence and without moving from their chairs.

This will be a good assessment of their understanding of these more complex emotions.

•

Ask students to create mind map information posters of all the different words linked to one emotion (e.g. anger). This will be useful for their emotional literacy and their literacy skills.

© HarperCollinsPublishers Ltd 2024

2

Unit 7.1: Feelings and emotions, Lesson 1

Stage 7, Identifying emotions

Worksheet 7.1.1

How do they feel?

Our feelings can be quite complex. In different situations we may have a real mix of emotions. Use the examples below to consider which feelings someone might feel in each situation and why. The first one has been done for you.

Which feelings?

Why they might feel this way?

I am about to go on stage. This is a dream come true! I’m so sweaty and my throat feels weird. I really hope I remember my lines.

Excited, happy, alive, nervous, anxious, scared

They are doing something they love and have wanted to do for a long time so they feel really good, but they are also nervous that they might mess it up.

G PA

PL E

I love my mum but she just got really angry with me in front of my friends. I get why, I was being really rude to her, but now she’s gone out all my friends are laughing at me.

ES

Statement

SA

M

My best friend has been so excited about us going to see a film premiere together and it’s tonight. I promised I would go ages ago but I’ve had such a busy day I‘d really rather stay in, but I don’t want to let them down.

My dad has just been offered this amazing job. It would be so much more money for our family and we’d live in this really cool new city, but I have all my friends here and I love where we live now.

© HarperCollinsPublishers Ltd 2024

3

Unit 7.1: Feelings and emotions, Lesson 1

Stage 7, Identifying emotions Can you think of any situations where you have had a mix of emotions?

Write the situation below, adding all of the different emotions you felt, as you did in the table on the previous page.

................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................

ES

................................................................................................................................................ ................................................................................................................................................

PA

G

................................................................................................................................................ ................................................................................................................................................

PL E

................................................................................................................................................ ................................................................................................................................................

M

................................................................................................................................................

SA

................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................

© HarperCollinsPublishers Ltd 2024

4

Unit 7.1: Feelings and emotions, Lesson 1

Stage 7, Identifying emotions

7.1.2

Our adolescent brains

Big question: •

Key vocabulary:

Why do we feel different during puberty?

•

Objectives • 789Ui.02 Understand the effects of puberty on their

adolescent, puberty, emotional changes, behaviour, brain

Resources:

emotions and behaviours.

•

PowerPoint 7.1.2

•

Workbook pp. 5–6

This lesson addresses emotions in puberty, which can be difficult for some. Be sensitive to the fact that some children might be struggling with the changes to their body/mood, and emphasise that everyone will go through these changes at a different pace.

Introduction (15 mins) Make sure students understand the word ‘adolescent’ (a stage of transition from child to adult.) Tell them that during this period young people go through puberty, a time of great change when their bodies and brains change a huge amount. Tell them that today’s lesson will focus on how the brain changes.

•

Explain that some aspects of puberty may affect students emotionally, then ask them to go to Workbook Activity 1.2a or their notebooks and think about the emotional changes, behaviour or actions they might have noticed in themselves recently/over the last few months/years. They can do this in pairs, small groups or as a whole class, but if you feel they may need more privacy, independent work would be best here. This will be a good assessment of what they understand about puberty.

G

ES

•

PA

Activities (20 mins)

Look at the examples on Slide 1. Discuss and allow students to add to their workbooks in a different colour if there are things on this slide that they may have not thought of previously or if it triggers more thoughts. Can they pick the three top emotional/behavioural issues they are personally experiencing in puberty? Allow time for students to consider this individually or in pairs and, if appropriate for your cohort, they could then share these in small groups and see where the similarities are.

•

Bring students into a circle and ask them to share tips on how they deal with emotions at home or with friends (e.g. asking people they live with for ‘time out’ if they feel they need time alone; thinking before they say something or send a message/post; talking about their feelings or confusions; keeping a journal; getting out into nature; writing down their feelings or gratitude lists each evening; listening to music).

•

Student can add these tips, and any of their own, in a different colour, to Workbook Activity 1.2a or their notebooks.

SA

M

PL E

•

Plenary (10 mins)

•

Remind students of the importance and power of talking about feelings. Show Slides 2 and 3 and go through these with the class. (See slide notes re signposting on Slide 3.)

•

Remind students that if a feeling becomes overwhelming or is stopping them from enjoying life, it’s really important to talk about it and get support. Tell them who they can go to in your setting if they need help.

Assessment opportunities and next steps

•

Consider when students could use relaxation techniques and then guide your class through some simple, quiet relaxation exercises that they can use any time – these can be found online.

•

Ask students to research more of the science behind what is happening in the brain during puberty (e.g. the effect of hormones on the brain). They can create a ‘What I know’ page (Workbook Activity 1.2b or in their notebooks) about the changes, which you can use to assess what they have understand about the effects of puberty on their changing emotions.

© HarperCollinsPublishers Ltd 2024

5

Unit 7.1: Feelings and emotions, Lesson 2

Stage 7, Identifying emotions

7.1.3

Grief

Big question: •

Key vocabulary:

How can we deal with grief healthily?

•

Objectives •

denial, anger, bargaining, depression, acceptance, guilt, resentment

Resources:

789Ui.04 Recognise how people may grieve in different ways.

•

PowerPoint 7.1.3

•

Workbook pp. 7–8

•

Worksheet 7.1.3

Be aware of any child who may find this lesson triggering and make sure this is accommodated.

Introduction (5 mins) Tell students you are going to be talking about grief in this lesson and explain that although it can be upsetting it is a natural part of life. Ask the class what they believe grief is. Discuss and then say that grief is a natural reaction due to loss or change in our lives. Ask: ‘Can you think of some examples of when someone might grieve?’ Allow student time to discuss (examples might include: the death of someone we care about, the break-up of friendships, the end of a relationship, the death of a pet).

ES

•

Activities (30 mins)

Explain that grief can be different for everyone, and people can react in very different ways – there is no right or wrong way to deal with grief as long as you are dealing with it. There are, however, recognised stages that someone is likely to go through during a big loss or change. These are: denial, anger, bargaining, depression and acceptance.

•

Go through Slide 1–5 explaining each of these stages. Once you have done this, ask students to go to Worksheet 7.1.3 or Workbook Activity 1.3 to see if they can remember the order in which people most commonly experience the five stages and how they might be feeling at each stage. Then ask them to answer the question, ‘Which do you feel would be the most difficult to deal with and why?’.

•

Allow time for students to complete this, then put them into groups to share their answers and the reasons for their response to the question. Bring everyone back together and discuss this as a class.

•

Explain to students that it is sometimes difficult to show our emotions. However, a good friend will allow you to share and show your negative emotions. Crying is one way to show grief. Can they think of any others? Ask students to discuss this in groups and then share their ideas as a class. (Other ways might include: thinking, talking, writing, reliving memories.)

SA

M

PL E

PA

G

•

Plenary (10 mins)

•

Read through Slide 6 and then ask students to work in pairs to consider the emotions and the different ways of dealing with them, matching the emotion to the best way of dealing with it (answers; 1f, 2a, 3b, 4d, 5c, 6e). Remind them that sometimes it is also just about being kind, accepting how our friend is feeling without judgement and asking them how you can help them best.

•

Remind students that if they are ever worried about a friend or unsure how to best help them it is really important that they talk about it with an adult they trust.

Assessment opportunities and next steps

•

Ask students to reflect back over what they have learned in this unit about our complex emotions, how puberty affects our emotions and how to grieve healthily. They can make notes on Workbook page 8 or in their notebooks.

•

‘How can we be a good friend to someone who is grieving?’ Ask students to explore this question, thinking about what they would need/hope for from their friends if they were grieving. Ask them to write down their top three. On completion, allow them time to share these as a class and learn from one another.

© HarperCollinsPublishers Ltd 2024

6

Unit 7.1: Feelings and emotions, Lesson 3

Stage 7, Identifying emotions

Worksheet 7.1.3

The grief cycle

Grief can be different for everyone and people can react in very different ways. There is no right or wrong way to deal with grief as long as you are dealing with it. There are, however, recognised stages that someone is likely to go through during a big loss or change.

BARGAINING – ACCEPTANCE – DENIAL – DEPRESSION – ANGER These stages have been jumbled up. Can you put them in the order in which people most commonly go through them, and write down you understanding of how each stage might feel, using what you have just learned?

How might someone feel or act in this stage?

1. .............................................

...................................................................................

2. .............................................

...................................................................................

3. .............................................

...................................................................................

4. .............................................

...................................................................................

5. .............................................

...................................................................................

PL E

PA

G

ES

Stage

M

Which do you feel would be the most difficult to deal with and why?

Give reasons for your views.

SA

................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................

© HarperCollinsPublishers Ltd 2024

7

Unit 7.1: Feelings and emotions, Lesson 3

Stage 7, Managing emotions

7.2

Navigating our emotions Sub-strand

Curriculum framework objectives

Overview

7.2.1 Resilience

Managing emotions

• 789Um.04 Understand what ‘resilience’ means and identify strategies which support them to become more resilient.

This lesson uses an extract from the book Survivors by David Long to learn about resilience. It explores a story of a young person who manages to survive against the odds. Students write their own short story focusing on resilience and consider how they can use this to help them in day-to-day life.

7.2.2 Wellbeing

Managing emotions

• 789Um.02 Evaluate the impact their words and behaviour can have on their own and others’ wellbeing

This lesson considers wellbeing in the context of self-image, and how we can support other people as well as ourselves to feel happier. Students do an activity with a partner to encourage them to see themselves differently and think about how simple, kind remarks and gestures can feel very big for someone’s wellbeing.

7.2.3 Self-care

Managing emotions

• 789Um.03 Identify their own emotional self-care needs and judiciously choose relevant strategies to support them.

G

ES

Lesson number and title

SA

M

PL E

PA

Students look at self-care and think about the different strategies that can help with this in day-to-day life. They then create an artistic poster as a promise to themselves to incorporate some new self-care strategies into their lives.

© HarperCollinsPublishers Ltd 2024

8

Unit 7.2: Navigating our emotions, Unit overview

Stage 7, Managing emotions

7.2.1

Resilience

Big question: •

Key vocabulary:

How can resilience help to get through difficult tasks?

•

Objectives •

resilient, resilience, keep going, succeed,

Resources:

789Um.04 Understand what 'resilience' means and identify strategies which support them to become more resilient.

•

PowerPoint 7.2.1

•

Workbook pp. 9–12

•

Worksheet 7.2.1

•

The story of Juliane Koepcke in Survivors by David Long, or a reading of the story on the internet (watch before the lesson to check its appropriateness)

Introduction (10 mins) Ask students to look at the photograph and discuss the questions on Workbook page 9. Then show Slide 1 and ask students to turn to Workbook Activity 2.1a and read the excerpt from the story ‘Juliane Koepcke, the girl who fell from the sky, Peru 1971’, from David Long’s book Survivors. Don’t’ tell them any more than this, but ask them to imagine how they would feel if this were them. Allow them time to talk briefly as a whole class or in pairs. Ask, ‘What would you do if this was you?’ Listen to a few brief ideas and tell them they will have time to develop this later in the lesson.

ES

•

G

Activities (30 mins)

Tell the class you are going to read them the rest of the story, but first you want them to consider what resilience is and how Juliane showed it. Do they know what resilience means? Invite some ideas, then go to Slide 2 for a definition and to see some examples in the photos (also see the slide notes).

•

Ask students to look out for signs of resilience in Juliane when you read the story, and to write these down in their notebook or at the end of Workbook Activity 2.1a. (In this story, 17-year-old Juliane is the only survivor of a small plane crash and finds herself alone deep in the Peruvian rainforest. She survives through resilience and determination.)

•

Read the story (or, if you don’t have a copy, there is a reading on YouTube by Librarianalix – start at 2 minute 20 seconds, and watch it before the lesson to check). Then invite students to feed back their examples of Juliane's resilience. What strategies did she use to keep herself alive? (e.g. She kept going, even when she was starving; she remembered what she had been taught; she followed her instincts.)

•

Go through the instructions on Slide 3 with students. They are either going to begin planning their own version of the Juliane’s story or another one showing resilience. Decide how long you would like their work to be, adding differentiation where required, and give them some guidance regarding timing and expectations. Ask students to use Worksheet 7.2.1 or Workbook Activity 2.1b to plan their story.

Remind them that stories need a beginning to set the scene, a middle, usually where the action happens, and an ending where there is a conclusion or pulling together. They can use Juliane’s story structure and adapt it to different characters and locations/situations (e.g. the sea, the arctic, the mountains).

SA

M

PL E

PA

•

Plenary (5 mins)

•

Discuss with students that although our lives and experiences might not be as dramatic as Juliane’s, we can still use resilience every day of our lives (e.g. when we have to do something we don’t want to do, or are nervous about). It is the same skill.

•

Invite students to ask the class for advice on how they can be resilient with something they are struggling with, if you feel this is appropriate. (Alternatively, this could be done as an extension)

Assessment opportunities and next steps

•

Ask students to write their stories, using their plans. Then allow time for them to tell each other their stories, perhaps in reading time. Ask them to highlight the examples of resilience in their stories.

•

Check in with students in a few weeks to see if they have started to become more aware of resilience in themselves or those around them. You could get in the habit of pointing out when you notice a student being resilient and commending them moving forward, so the class can see it in action.

© HarperCollinsPublishers Ltd 2024

9

Unit 7.2: Navigating our emotions, Lesson 1

Stage 7, Managing emotions

Worksheet 7.2.1

Story planning

Use this worksheet to plan your short story. You can either rewrite Juliane’s story imagining what you would do in her situation and how you would use resilience to survive.

Or write another story imagining yourself in a different situation where you have to be resilient to succeed.

Who is/are the main character/characters?............................................................................ ................................................................................................................................................ ................................................................................................................................................

ES

................................................................................................................................................

G

Where are they? .....................................................................................................................

PA

................................................................................................................................................

What is the problem? .............................................................................................................

PL E

................................................................................................................................................

How will the story start?..........................................................................................................

M

................................................................................................................................................

SA

................................................................................................................................................

What action will happen in the middle? .................................................................................. ................................................................................................................................................ ................................................................................................................................................

How will the character/characters show resilience? .............................................................. ................................................................................................................................................ ................................................................................................................................................

How will the story end? .......................................................................................................... ................................................................................................................................................ ................................................................................................................................................ © HarperCollinsPublishers Ltd 2024

10

Unit 7.2: Navigating our emotions, Lesson 1

Stage 7, Managing emotions

7.2.2

Wellbeing

Big question: •

Key vocabulary:

How can we support our own and others wellbeing?

•

Objectives • 789Um.02 Evaluate the impact their words and

wellbeing, worst enemy, kind, inner critic, portray, true self, self-image, self-awareness

Resources:

behaviour can have on their own and others' wellbeing

•

PowerPoint 7.2.2

•

Workbook pp. 13–14

•

Worksheet 7.2.2

•

A4 paper and pens/pencils

Introduction (15 mins) Ask students what the word ‘wellbeing’ means to them. Invite some of them to share their answers, then show Slide 1 and go through this with the class.

•

Ask, ‘Have you heard of the term “Our own worst enemy”? What does it mean to you?’ Allow students to discuss this in pairs. (Suggestions might include constantly berating ourselves, stopping ourselves doing good things or messing up good things.)

•

Ask: ‘Are you kind to yourself, or are you your own worst enemy?’ Encourage students reflect on this in Workbook Activity 2.2a or their notebooks and consider the questions: What are you like when we’re alone with yourself? Do you speak kindly to yourself or are you mean to yourself? Do you have an inner critic? How loud is it? Is the person you portray and the way you act true to yourself, or are you just copying others or trying to fit in? Go through the vocabulary here before they start.

PA

G

ES

•

Activities (25 mins)

Go through Slides 2 and 3 to introduce the concept of self-image. Explain that self-image is made up of how we see ourselves and how others see us. Ask the class whether what we see in ourselves is the same as what others see in us. Encourage them to explore this a little in a class discussion.

•

Hand out paper and pens. Show Slide 4 and read through the instructions with the class, accentuating the importance of being kind. When putting them into pairs for this activity, mixing them up so they are not with their best friends may be more impactful, but it is important that you only do this if you feel students will be kind and supportive to each other; if not, let them choose who to pair with so they feel comfortable and do this as a paired activity. When they have finished, tell them to share with each other what they have written.

•

Hand out Worksheet 7.2.2 or ask students to turn to Workbook Activity 2.2b and allow quiet time for them to complete their reflection on the activity. On completion, ask students if they would like to discuss what they found; if not, leave them to process this independently if this feels more appropriate for your cohort. They can keep the worksheet if they wish.

SA

M

PL E

•

Plenary (5 mins)

•

Tell students that the self-image activity shows how our words and behaviour can impact our own and others’ wellbeing. Recognising the good in ourselves and offering kindness and genuine compliments to others day to day has only positive benefits for them and others. A smile, a genuine question asking how someone is, a listening ear cost us nothing but can change a not so good day into a much better day.

•

Tell students that if they feel they have a poor self-image, or that they speak unkindly to themselves a lot, it is important that they talk to a trusted adult about this.

Assessment opportunities and next steps

•

Both reflection activities in this lesson will be useful assessments, but be mindful of the personal nature of these.

•

Encourage kindness and support in your class. You could have kindness mentors or offer recognition of some kind for behaviour which improves and enhances other people’s’ wellbeing. (Make sure you support and guide students with this and make clear what the rules are for these roles.)

© HarperCollinsPublishers Ltd 2024

11

Unit 7.2: Navigating our emotions, Lesson 2

Stage 7, Managing emotions

Worksheet 7.2.2

Activity reflection

You have just done an activity to consider whether your self-image is the same as the image others have of you. Using what your partner has written, answer the questions below independently, spending some time to reflect quietly on this experience and what you can take from it.

What did your partner say about you? ................................................................................... ................................................................................................................................................ ................................................................................................................................................

Were you surprised about what your partner saw in you? Why?

ES

................................................................................................................................................

G

................................................................................................................................................

PA

................................................................................................................................................

Has it made you question anything you thought about yourself? Explain.

PL E

................................................................................................................................................ ................................................................................................................................................

M

................................................................................................................................................

SA

How can you build on this experience to re-evaluate your self-image and self-awareness? ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................

Is there anything else you want to note or to explore further regarding your wellbeing or self-image? ............................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................

© HarperCollinsPublishers Ltd 2024

12

Unit 7.2: Navigating our emotions, Lesson 2

Stage 7, Managing emotions

7.2.3 Self-care Big question: •

Key vocabulary:

What is self-care and how can I bring self-care strategies into my life?

•

Objectives •

self-care, stress, balance, healthy, happy, strategies, support

Resources:

789Um.03 Identify their own emotional self-care needs and judiciously choose relevant strategies to support them.

•

PowerPoint 7.2.3

•

Workbook pp. 15–16

•

Worksheet 7.2.3a and 7.2.3b

•

Range of art materials; scissors and A4 card or thick paper

Introduction (10 mins) Tell students that today they are going to be learning about self-care. Explain that self-care is about knowing yourself and looking after yourself; making sure you are getting everything you need to live as healthily and happily as you can. Ask them why this is important, then go to Slide 1 to clarify.

•

Ask students to turn to Workbook Activity 2.3 or their notebooks and draw or write everything they can think of that might be self-caring. Don’t give them any guidance at this stage as this will be an assessment.

•

On completion, ask students to circle the things that they already do (they can add a key on their page to clarify this for future use). Once they have done this, allow them time for students to share the activities they have noted with the rest of the class. Write some of these on the board as they discuss them.

PA

G

ES

•

Activities (30 mins)

Hand out Worksheet 7.2.3a and challenge students to find all the different self-care examples in the wordsearch. They can do this in pairs or independently. On completion, hand out Worksheet 7.2.3b to check their answers – they can use a different colour to show any examples they missed.

•

Show Slide 2 and go through the instructions with the class. Using all that they have learned about selfcare, students are going to choose 3–6 new self-care ideas to bring into their lives, and then create a ‘promise to myself’ poster which they are going to take home and put on their bedroom walls or somewhere where they will see it each day. They can design it however they want, but they must choose self-care options that they want and know they can do, so they need to be achievable. Supply them with a range of paints, coloured pens, card, scissors and collage materials where possible, so they can really explore their creativity.

•

Allow students time to complete their posters and then take copies or photos of each one before they take them home, so they have copies at school too.

SA

M

PL E

•

Plenary (5 mins)

•

Remind students that self-care strategies are a great way to keep our lives balanced, but sometimes we might need more help. Show Slide 3 and go through who they can talk to if their self-care strategies are not working.

Assessment opportunities and next steps

•

Ask students to review their self-care promises in a few weeks – you could do a ‘class clinic’: Sit students in a circle and ask them to feed back to the class what has gone well and one thing that has not gone so well. Encourage them to support one another with any new strategies to see if this can help them. You can review and repeat this again in a few weeks. You could also allow some self-care strategies into the day-to -ay class routine to support them further.

•

Ask students to reflect on the unit on Workbook page 16 or in their notebooks. How can these lessons help them to manage their emotions now and in the future? What new things are they going to try or to bring into their life?

© HarperCollinsPublishers Ltd 2024

13

Unit 7.2: Navigating our emotions, Lesson 3

Stage 7, Managing emotions

Worksheet 7.2.3a

Wordsearch

In this wordsearch there are lots of examples of self-care, all you have to do is find them!

There are 25 in total (please note, some of them might be made up of two words).

G

E

G

W

I

E

R

S

L

E

E

P

A

S

F

D

L

G

E

H

F

A

M

I

L

Y

T

I

M

E

J

O

L

F

U

N

I

A

L

K

R

P

M

N

B

X

C

E

L

H

S

S

F

U

R

M

M

N

P

Y

I

X

Z

H

C

G

G

O

U

M

T

I

W

A

D

S

I

H

O

N

E

S

T

C

O

N

V

E

R

S

A

T

I

O

N

S

T

E

T

A

N

L

K

H

N

B

A

E

T

D

S

I

N

A

P

S

A

H

O

D

H

F

A

L

C

B

B

U

O

P

V

V

X

T

A

U

L

E

S

S

W

E

A

M

H

E

I

T

R

A

H

J

R

Y

H

Y

G

I

H

S

L

I

N

E

W

X

C

B

Y

P

O

P

I

L

T

Q

U

E

X

T

S

R

A

B

V

A

T

S

N

E

X

E

T

Q

E

L

F

I

W

L

K

D

N

E

F

J

G

R

L

Y

T

U N

G

P

M

U

E

N

C

U

C

G

E

N

E

T

O

W

R

R

A

N

M

S

E

H

S

Q

E

D

R

C

R

E

A

T

I

V

I

T

Y

D

U

N

M

Z

H

I

N

R

Y

D

O

K

R

C

I

S

E

W

A

K

Y

L

P

E

B

PL E

ES

Y

PA

H

M

S

G

This is a timed activity – your teacher will decide on how long to give you. Get ready!

M

U

L

R

E

K

L

R

I

E

G

R

H

J

T

B

C

W

G

E

T

T

I

N

G

H

E

L

P

S

I

A

S

M

W

Z

O

T

P

G

Z

I

S

G

F

H

A

O

N

G

L

E

A

R

N

I

N

G

L

T

A

D

O

G

W

N

S

D

Y

U

L

M

N

X

M

N

E

D

A

C

I

V

D

I

G

I

T

A

L

D

E

T

O

X

E

S

W

Q

E

M

E

P

O

Y

T

I

R

G

D

R

I

N

K

W

A

T

E

R

SA

A

Can you think of any others? ................................................................................................................................................ ................................................................................................................................................ ................................................................................................................................................ © HarperCollinsPublishers Ltd 2024

14

Unit 7.2: Navigating our emotions, Lesson 3

Stage 7, Managing emotions

Worksheet 7.2.3b

Wordsearch answers

S

G W

I

E

R

S

L

E

E

P

A

S

F

D

L

N

I

G E

H

F

A M

I

L

Y

T

I

M E

J

O

L

F

U

A

L

K

R

P M N

B

X

C

E

L

H

S

S

F

U

R M M

N

P

Y

I

X

Z

H

C G G O U M

T

I

W A

D

S

I

H O N

E

S

T

C O N

V

E

R

S

A

T

I

O

N

S

T

E

T

N

L

K

H

N

B

A

E

T

D

S

I

N G

A

P

S

A

H O D H

F

A

L

C

B

B

U O

P

V

V

X

T

A

U

L

E

S

S W E

A M H

E

I

P M U

E

N

C

U

C G

T

R

A

H

J

R

Y

H

Y

G

I

E

ES

Y G E

E

T

O W R

R

A

H

S

L

I

N

E W X

C

B

N M S

E

S

Q

E

D

R

Y

P

O P

I

L

T

Q U

E

X

T

S

R

A

B

V

U

PA

H

A

T

S

N

E

X

E

R

T

Q

E

L

F

A M U

I

W L

K

D

T

N

E

F

J

S

G R

L

Y

T

O G W N

S

U

I

V

N M E

G

H

R

E

A

T

I

V

I

T

Y

D

N M

Z

H

I

N

R

Y

D O

K

C

I

S

E W A

K

Y

L

P

E

B

L

R

E

K

L

R

I

E

G

R

H

J

C W G

E

T

T

I

N G H

E

L

P

S M W Z

O

T

P G

N

I

PL E

C

M

B

I

A

N

Z

I

S

G

F

N G

L

T

A

D

D

SA

A

D

D

I

G

I

T

A

D

E

T

O X

P O

Y

T

I

R G D

R

I

N

H

A

O N G

© HarperCollinsPublishers Ltd 2024

L

E

A

R

Y

U

L

M N

X M N

E

A

C

L

S W Q

E

15

E

K W A

T

E

R

Unit 7.2: Navigating our emotions, Lesson 3